Module 11 Photos-Unit 3 Language in use 教案-2024-2025学年外研版（2024）九年级英语上册

教学设计 课题 Module 11 Photos-Unit 3 Language in use 课时 1 教学目标 Language Ability: Consolidate relative clauses with "who/which/that" and apply them flexibly in integrated skills. Cultural Awareness: Compare photo-related expressions across cultures to enhance communicative appropriateness. Thinking Quality: Analyze sentence structures and choose accurate relative pronouns based on context. Learning Ability: Summarize rules of relative clauses and transfer knowledge to real-life communication. 重难点 Key: Mastering usage differences between "who/which/that" and omitting pronouns correctly. Difficult: Using relative clauses in complex contexts (e.g., narratives, descriptions) without grammatical errors. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Students: Good morning, Mr. Brown! Teacher: How's everyone doing today? Ready for another English lesson? Students: Yes! Teacher: Fantastic. Let's start by recalling what we learned in Unit 2. Who can tell me the main grammar point from last time? Emma: We learned about relative clauses with "who" and "which". Teacher: Exactly right, Emma. We used "who" for people and "which" for things in relative clauses to give more information. Today, in Unit 3 "Language in use", we'll practice using these structures more and also learn about another relative pronoun: "that". Teacher: First, let's do a quick warm-up. I'll show you some pictures, and you need to describe them using a relative clause with "who" or "which". Let's start with this one. (Shows a picture of a boy playing basketball) Tom: The boy who is playing basketball is my cousin. Teacher: Great sentence, Tom! Next picture. (Shows a picture of a cat sitting on a windowsill) Lily: The cat which is sitting on the windowsill is very cute. Teacher: Excellent, Lily. Now, let's think: can we use another word instead of "which" here? What if I say "The cat that is sitting on the windowsill is very cute." Does that make sense? Students: Yes! Teacher: Perfect. "That" can be used for both people and things in relative clauses. Let's compare: "The girl who/that is singing is my sister." Both "who" and "that" work here. "The book which/that I read was funny." Again, both are correct. So "that" is a more versatile relative pronoun. Teacher: When can we use "that"? We can use it in most cases where we use "who" or "which", especially in informal English. Now, let's look at some examples from the book. Open your books to page 70. Let's read the first example together: "The photo that we took last week is on the wall." (Students read the sentence) Teacher: Good. Here, "that" refers to "the photo", a thing. Another example: "The man that helped us is a police officer." What does "that" refer to here? John: A man. Teacher: Correct, a person. So "that" works for both. Now, let's practice replacing "who" or "which" with "that" in some sentences. Take the sentence from Unit 2: "The photo which we liked best was taken by Zhao Min." Can we use "that"? Sarah: The photo that we liked best was taken by Zhao Min. Teacher: Perfect! Another one: "The girl who helped the old man is very kind." Mike: The girl that helped the old man is very kind. Teacher: Excellent. Now, are there any cases where we can't use "that"? Yes, when we use a comma to separate the relative clause from the main sentence, we can't use "that". For example: "My brother, who is a doctor, lives in Beijing." We can't say "My brother, that is a doctor, lives in Beijing." That's incorrect. We'll learn more about that later, but for now, remember that "that" is used in identifying relative clauses (no comma). Teacher: Let's do an exercise. Turn to page 71, exercise 1. Circle the correct relative pronoun. Let's do the first one together: "The film _______ we watched yesterday was very interesting. (which/what)" Students: Which! Teacher: Correct. "What" isn't used in relative clauses. Number 2: "The girl _______ is sitting next to me is from Canada. (that/what)" Peter: That! Teacher: Right. Do the rest on your own, then we'll check. (Students work on the exercise) Teacher: Time's up. Let's check. Number 3: "The house _______ they bought last year is very big. (which/where)" Lisa: Which. Teacher: Correct. Number 4: "The teacher _______ taught me English in Grade 8 is very nice. (who/whose)" Emma: Who. Teacher: Good. Number 5: "The song _______ we listened to is my favorite. (that/whose)" Tom: That. Teacher: Perfect. You're all doing well. Teacher: Now, let's talk about photos again, since that's our module theme. I want you to think of a famous photo you know. It could be a historical photo, a famous painting that's like a photo, anything. Describe it using a relative clause with "that". Lily: The photo that shows the first moon landing is very famous. Teacher: Great example, Lily! That's a historic photo. John: The painting that looks like a photo of a bowl of fruit is in the museum. Teacher: Nice one, John. That sounds like a realistic painting. Teacher: Now, let's move on to another activity. We're going to play a game called "Guess What/Who". I'll describe something or someone using a relative clause, and you have to guess what or who it is. Ready? Students: Yes! Teacher: First one: It's an animal that lives in the ocean and has a long nose. Mike: An elephant? No, elephants don't live in the ocean. Teacher: Good try, Mike. Another hint: It's gray and very big. Sarah: A whale? Teacher: No, not a whale. It has a long, flexible nose called a trunk. Emma: An elephant seal? Teacher: Close! It's a manatee? No, maybe I need a better description. It's an animal that is known for its intelligence and lives in groups called pods. Tom: A dolphin! Teacher: Yes, that's right! A dolphin. Great job, Tom. Your turn to describe something for the class. Tom: It's a thing that you use to write with and has ink inside. Students: A pen! Teacher: Correct. Let's have another student. Lisa? Lisa: She's a person that sings very well and has many hit songs. Students: Taylor Swift! Teacher: That's a good guess. It could be, but it's a general description. Well done. Teacher: Now, let's look at some sentences where the relative pronoun can be omitted. For example: "The book (that/which) I read was good." We can say "The book I read was good" without "that" or "which". When can we omit the relative pronoun? When it's the object of the relative clause. In "The book that I read", "that" is the object of "read" (I read that), so we can omit it. Teacher: Let's test this. "The man (who/that) we met is a teacher." Can we omit "who/that"? Students: Yes! Teacher: Correct, because "who/that" is the object of "met" (we met him). Now, "The girl who/that is dancing is happy." Can we omit "who/that" here? John: No, because it's the subject. Teacher: Exactly, John. "Who/that" is the subject of "is dancing", so we can't omit it. That's an important rule. Teacher: Let's do some practice. Rewrite these sentences by omitting the relative pronoun if possible. First: "The film that we watched was boring." Emma: The film we watched was boring. Teacher: Correct. Second: "The doctor who treated me was kind." Lily: The doctor treated me was kind? Teacher: Wait, does that sound right? "The doctor treated me was kind" – no, because "who" is the subject here (who treated me), so we can't omit it. So the sentence stays "The doctor who treated me was kind." Good try, Lily. Teacher: Now, let's work on a speaking activity. In pairs, ask and answer questions about your favorite things using relative clauses, and try omitting the pronoun when possible. For example: "What's the book you like best?" "The book I like best is 'Harry Potter'." You have 3 minutes. Go! (Students practice in pairs) Teacher: Time's up. Let's hear from a pair. Mike and Sarah? Mike: What's the sport you enjoy playing? Sarah: The sport I enjoy playing is tennis. What's the food you like eating? Mike: The food I like eating is pizza. Teacher: Excellent! Great use of omitted relative pronouns. Another pair? Tom and Lisa: Tom: Who's the teacher you admire most? Lisa: The teacher I admire most is Ms. Wang. Who's the friend that helps you a lot? Tom: The friend that helps me a lot is John. Teacher: Good job! Notice that Lisa used "that" in her question, which is fine, and Tom omitted it in his answer. Both are correct. Teacher: Now, let's look at some more complex sentences. "The photo which was taken by my dad, that won first prize, is in the album." Wait, is this correct? No, because we can't use "that" after a comma. We should use "which" here: "The photo which was taken by my dad, which won first prize, is in the album." This is a non-identifying relative clause, giving extra information, so we use "which" and a comma. Teacher: Let's do an exercise to practice this. On page 72, exercise 5, decide whether the relative clause is identifying (no comma) or non-identifying (with comma) and choose the correct pronoun. Let's do the first one: "My sister, _______ lives in Paris, is a designer." Peter: Which? No, it's a person. Who! Teacher: Correct, and it's non-identifying (we're giving extra info about my sister), so "My sister, who lives in Paris, is a designer." (Students work on the exercise) Teacher: Let's check the answers. Number 2: "The car _______ is red belongs to my neighbor." John: That or which, no comma. Teacher: Correct, identifying clause: "The car that/which is red belongs to my neighbor." Teacher: Now, let's have a group discussion. In groups of four, talk about your favorite places. Describe the place using at least two relative clauses, one with "that" and one with "which", and try using a non-identifying clause with a comma. Discuss why you like the place. You have 5 minutes. (Students discuss in groups) Teacher: Time's up! Let's hear from Group 1. Group 1 (Emma): Our favorite place is the park near our school, which has a big lake. The lake that is in the center is home to many ducks. We like it because we can feed the ducks and play games there. Teacher: Wonderful! Great use of both types of clauses. Group 2? Group 2 (Tom): We like the mall that has a cinema. The cinema, which shows new movies every week, is very popular. We often go there on weekends. Teacher: Excellent description, Group 2. I can picture that mall now. Teacher: Now, let's review all the relative pronouns we've learned: who, which, that. Let's make a chart on the board. (Draws a chart) · Who: for people (subject or object) · Which: for things (subject or object); in non-identifying clauses · That: for people or things (subject or object); not in non-identifying clauses Teacher: Let's read this chart together. (Students read the chart) Teacher: Now, let's do a comprehensive exercise. Fill in the blanks with who, which, that, or nothing (omit). 1. The girl _______ is wearing a blue shirt is my cousin. Students: Who or that! Teacher: Correct. 2. The book _______ I borrowed from the library is very interesting. Lily: Nothing or which or that! Teacher: Exactly. 3. My phone, _______ is new, takes great photos. John: Which! Teacher: Good, non-identifying clause. 4. The man _______ we saw at the store is my uncle. Mike: Nothing or who or that! Teacher: Perfect. 5. This is the song _______ I listen to every day. Sarah: Nothing or which or that! Teacher: Excellent work, everyone. Teacher: Let's think about how we can use these relative clauses in writing. When you write a description of a person, place, or thing, relative clauses help you add details to make your writing more interesting. For example, instead of saying "I have a dog. It is black. It likes to play fetch.", you can say "I have a dog that is black and which likes to play fetch." That's more concise and interesting. Teacher: For your next writing task, I want you to write a short paragraph describing your hometown using at least three relative clauses with different pronouns. Try to include one non-identifying clause. Teacher: Now, let's play a game of "Error Correction". I'll say some sentences with mistakes, and you have to correct them. First: "The cat which is black, it is very friendly." Emma: The cat which is black is very friendly. Teacher: Correct, we don't need "it". Second: "The boy that won the game, he is my brother." Tom: The boy that won the game is my brother. Teacher: Good. Third: "I like the movie who we watched last night." Lisa: I like the movie which/that we watched last night. Teacher: Exactly, "movie" is a thing, so use "which" or "that". Teacher: Let's have a quick oral quiz. I'll point to something in the classroom, and you describe it with a relative clause. (Points to the clock) John: The clock that is on the wall tells the time. Teacher: Good. (Points to a student) Peter: The student who is sitting next to me is Anna. Teacher: Correct. (Points to a book) Sarah: The book which is on the desk is mine. Teacher: Excellent. Teacher: Now, let's summarize what we learned today. We talked about the relative pronoun "that" which can be used for people and things. We learned when we can omit relative pronouns, and the difference between identifying and non-identifying relative clauses. Teacher: For homework, complete exercises 7 and 8 on page 73 of your workbook. Also, write the paragraph about your hometown that we discussed. Remember to use at least three relative clauses. Teacher: Do you have any questions about today's lesson? Students: No, Mr. Brown. Teacher: Great. I'm impressed with how well you've grasped relative clauses today. Keep practicing, and you'll master them in no time. Class is dismissed. Goodbye! Students: Goodbye, Mr. Brown! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$